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Publication by Charles Laporte

About the Author

Charles Laporte has been teaching mathematics at LaSalle College since 2011. He also teaches computing and astronomy. More recently, he started teaching a complementary course on the appropriate use of social networks. His university studies were in the field of mathematics with a minor in meteorology. He is currently working on a Masters degree in Mathematics Instruction in the area of introducing ICTs within Differential and Integral Calculus using the collaborative features of GeoGebra. A Poet in his spare time, he has previously acted as a songwriter for the Fondation Marie-Vincent.

Real Life Stories

Profil TIC

Etudiantes telephone

Published August 8, 2016

Studying Social Networks to Develop ICT Skills

Charles Laporte Teacher, Collège LaSalle

About 2 years ago, LaSalle College was looking to diversify its offering of complementary courses. The course Social Media was among the ones created at the time. Since it was a subject in the domain of Social Science, the management team approached this department to see if someone might be interested in offering the course. I was already teaching Office Productivity in addition to having a presence on numerous social media sites. So, I volunteered for the assignment.

Human Sciences

Digital Tools

Geogebra logo

Published February 24, 2017

GeoGebra: What’s That?

Charles Laporte Teacher, Collège LaSalle

GeoGebra is a free software tool that was specifically designed for teaching and learning mathematics. GeoGebra works equally well on computers, tablets and smartphones. GeoGebra is also accessible online without the need to download the software.

Mathematics

Real Life Stories

Published October 27, 2015

“Video Selfies” in Class

Charles Laporte Teacher, Collège LaSalle

The idea to suggest to my students that they use their mobile device to make videos came to me while I was presenting the solution to a problem in my Linear Algebra and Vector Geometry class. I wanted to let the students put mathematics operations into their own words, so that they could verbalize what they were thinking and explain the solution while they were doing it. Doing this with a paper-based assignment seemed a bit too laborious. Instead, why not try to use a selfie video (filming themselves)? This also allowed me to touch on one of the higher levels of competency in Bloom’s Taxonomy (we moved from working on matrices to explaining and even analysing these operations while in the process of resolving them).

Mathematics